Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms          下载免费PDF全文

Madeleine J. George  Michael A. Russell  Joy R. Piontak  Candice L. Odgers 《Child development》2018,89(1):78-88

Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (M_age = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments.  相似文献   

But good strategy instructors are constructivists!     

Michael Pressley  Karen R. Harris  Marilyn B. Marks 《Educational Psychology Review》1992,4(1):3-31

The general nature of constructivist educators' views of teaching are overviewed first, followed by analysis of good strategy instruction in constructivist terms. That good strategy instruction is scaffolded teaching is particularly emphasized. Scaffolded teacher-student interactions necessitate that students experience unique instruction that stimulates a great deal of student construction of to-be-acquired competencies. The only important difference between good strategy teaching and teaching recommended by constructivist educators is in the explicitness of instruction, with relatively greater teacher input about what is to be learned during good strategy instruction.  相似文献   

Early impact and outcomes of an institutionally aligned,student focused learning perspective on teaching quality assurance1     

Simon Barrie  Paul Ginns  Michael Prosser 《Assessment & Evaluation in Higher Education》2005,30(6):641-656

This paper describes an evidence‐based quality assurance system for teaching and learning, which takes as its starting point a well‐researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and describe how the university's teaching quality assurance policy and systems have been implemented. We then consider the extent to which the project has achieved its goals of fostering an evidence‐based approach to teaching consistent with the student learning perspective on which the policy and systems are based. We also present data on student learning experiences showing reliable changes in the quality of the student learning experience. We discuss the applied significance of these changes, with a particular focus on changes in the experiences of commencing first year university students.  相似文献   

Learning to teach with the web: Factors influencing teacher education faculty     

Michael M. Grant   《The Internet and Higher Education》2004,7(4):329-341

Professional development at postsecondary institutions has primarily been supported through a central faculty development center. With purposive sampling, this small case study explored the ways in which teacher education faculty members were influenced to participate in decentralized professional development focused on learning to teach with WebCT. Results suggest that university faculty were influenced by both intrinsic factors (including convenience, comfort, common interests, and future purposes) and an extrinsic factor (external pressures). This research suggests that these factors also contributed to the faculty's satisfaction with the professional development. A follow-up interview explored how faculty coped with budgetary limitations and encouragement to pursue other distance education technologies.  相似文献   

Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties     

Carol McDonald Connor  Beth M. Phillips  Young–Suk Grace Kim  Christopher J. Lonigan  Michael P. Kaschak  Elizabeth Crowe 《Scientific Studies of Reading》2018,22(6):462-484

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.  相似文献   

Life and death in the Anthropocene: Educating for survival amid climate and ecosystem changes and potential civilisation collapse     

Tina Besley  Michael A. Peters 《Educational Philosophy and Theory》2020,52(13):1347-1357

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Ethics of Engagement: User-Centered Design and Rhetorical Methodology     

Michael J. Salvo 《Technical Communication Quarterly》2001,10(3):273-290

This article explores the shift from observation of users to participation with users, describing and investigating three examples of user-centered design practice in order to consider the new ethical demands being made of technical communicators. Pelle Ehn's participatory design method, Roger Whitehouse's design of tactile signage for blind users, and the design of an online writing program are explored for the creation of a dialogic design ethic. The development of effective collaborative design methods requires meaningful communication between users and designers, and dialogic ethics can guide the development of effective and humane technological design methods.  相似文献   

Exploring the structure of the Watson–Glaser Critical Thinking Appraisal: One scale or many subscales?     

Robert M. Bernard  Dai Zhang  Philip C. Abrami  Fiore Sicoly  Evgueni Borokhovski  Michael A. Surkes 《Thinking Skills and Creativity》2008,3(1):15-22

Critical thinking (CT) has been of longstanding interest among scholars, educators, and others who are concerned with thinking skills. The Watson–Glaser Critical Thinking Appraisal (WGCTA) is the oldest and among the most widely used and studied CT measure. It was constructed around five subscales (or CT skills): inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. This paper describes a two part analysis of the psychometric properties of the WGCTA, based on 13 sets of subscale inter-correlations and 60 sets of subscale means retrieved from published studies. We performed a meta-analysis on the inter-correlations of the10 combinations of subscales and found that all of the average correlations that resulted were significant, but that all but one was significantly heterogeneous. Subsequently, we conducted principal components analysis on 60 subscale means of two different versions of the WGCTA. Each produced a one-factor solution, accounting for 82.69% and 79.55% of the total variance, respectively. Together these two parts of this study suggest that the WGCTA should be viewed as a measure of general competency, and that the subscales should not be interpreted individually.  相似文献   

Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: a comparative study     

Griksaitis MJ  Sawdon MA  Finn GM 《Anatomical sciences education》2012,5(1):20-26

This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior to the teaching intervention, students completed a pretest to assess their prior knowledge and to ensure that groups were equally randomized. Students, divided into pre-existing teaching groups, were assigned to one of two conditions; "cadaver" or "ultrasound." Those in the cadaver group received teaching on the heart using prosections, whereas the ultrasound group received teaching using live ultrasound images of the heart. Immediately after teaching, students sat a post-test. Both teaching modalities increased students' test scores by similar amounts but no significant difference was found between the two conditions, suggesting that both prosections and ultrasound are equally effective methods for teaching gross anatomy of the heart. Our data support the inclusion of either cadaveric teaching or living anatomy using ultrasound within the undergraduate anatomy curriculum, and further work is needed to compare the additive effect of the two modalities.  相似文献   

Multicultural chemistry and the nature of science: but what about knowledge?     

Michael Tan 《Cultural Studies of Science Education》2012,7(3):653-657

In response to Goff, Boesdorfer, and Hunter??s article on the use of a multicultural approach to teaching chemistry and the nature of science, I forward this critical reflective essay to discuss more general curriculum aspects of the relationship between the nature of science and science education in school contexts. Taking a social realist perspective, I argue for a more nuanced understanding of the role of epistemology and ontology in science classrooms, and for a reconsideration of the role of knowledge in science classrooms.  相似文献